TY - JOUR AU - Rabin, Eyal AU - Henderikx, Maartje AU - Kalman, Yoram, M. AU - Kalz, Marco PY - 2020/06/29 Y2 - 2024/03/29 TI - What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation JF - Australasian Journal of Educational Technology JA - AJET VL - 36 IS - 3 SE - Articles DO - 10.14742/ajet.5919 UR - https://ajet.org.au/index.php/AJET/article/view/5919 SP - 119-131 AB - <p>Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.</p> ER -